CHAPTER ONE INTRODUCTION

1.1 Conceptualization of ICT Information and Communications Technologies (ICTs) refers to forms of technology that are used to transmit, store, create, display, share or exchange information by electronic means. This broad definition of ICT includes such technologies as radio, television, video, DVD, telephone (both fixed line and mobile phones), satellite systems, computer and network hardware and software; as well as the equipment and services associated with these technologies, such as videoconferencing, e-mail and blogs (Mashingia F. 2009) ICT refer to a myriad of stand-alone media, including telephone and mobile telephony, radio, television, video, tele-text, voice information systems and fax, as well as computer mediated networks that link a personal computer to the Internet. ICT is an integrated system that incorporates the technology and infrastructure required to store, manipulate, deliver and transmit information, the legal and economic institutions required to regulate ICT access and usage, and the social and inter-personal structures which allow information to be shared, facilitate access to the ICT infrastructure, and through which innovation takes place. (Prof. Wangwe S. 2007). In short therefore, ICT is a broadly used term that can encompass many technologies used to produce, process, exchange and manage the information and knowledge which is generally associated to computers, software, peripheral devices and connection resources to the internet 1. 2 Current Situation of ICT in Tanzania 1.3 ICT policy in Tanzania There is National Information and Communications Technologies Policy of March 2003 under the Ministry of Communication and Transport by then. The National ICT Policys broad objectives are to: Provide a national framework that will enable ICT to contribute towards achieving national development goals; and Transform Tanzania into a knowledgebased society through the application of ICT. The policy articulates ten focus areas including Strategic ICT Leadership, ICTs Infrastructure, ICTs Industry, Human Capital, Legal and Regulatory Framework, Productive Sectors, Service Sectors, Public Service, Local Content and Universal Access. 1.4 ICT Policy in Tanzanian Education

Education in Tanzania is managed mainly through the Ministry of Education and Vocational Training, which currently has a minister, deputy minister, permanent secretary, chief education officer, and several directors in charge of basic education, secondary education, teacher education, policy and planning, administration and personnel, inspection of schools and vocational training. The ministry also has several independent agencies under it responsible for some core functions such as the National Education Council of Tanzania (www.necta.go.tz), the Tanzania Education Authority(www.tie.go.tz), the Tanzania Institute of Education (www.tie.go.tz), the Tanzania Library Services Board (www.tlsb.or.tz), the Institute of Adult Education (IAE), the Teachers Service Department (TSD), and the Agency for Development Education Management (www.ademtz.com). Tanzania has just finalized its Information and Communication Technology (ICT) Policy for Basic Education which incorporates the integration of ICTs in pre-primary, primary, secondary and teacher education, as well as non-formal and adult education. The policy has SURVEY OF ICT AND EDUCATION IN AFRICA: Tanzania Country Report Tanzania 4www.infodev.orgbeen developed in consultation with stakeholders, including a workshop in October 2006. The policy considers issues of infrastructure; curriculum and content; training and capacity development; planning procurement and administration; management, support and sustainability and monitoring and evaluation1References to ICTs are also prominent in all three policy documents that govern the education sector in Tanzania in general. These are the Education and Training Policy of1995,6 the Primary Education and Development Plan (PEDP) 2002-2006,7 and the Secondary Education Development Plan (SEDP) 2004-2009.8 All three documents emphasize the need for access to and improved quality of education for all despite the increasing numbers of enrolments. The ministry estimates an increase in enrolled pupils from just under five million in 2002 to almost eight million in 2006, which will require approximately 45,000 additional teachers. Both the PEDP and SEDP prioritize ICT-based information management at all levels and an introduction of computer courses into primary and secondary education. As in many other countries in Africa, implementation of ICT projects tends to proceed the policy and strategy phases, thereby allowing uncoordinated efforts and sometimes wastage due to duplication of effort. ICT in education initiatives in Tanzania started in2002 when a stakeholders workshop was called by the ministry with support from the International Institute for Communications Development (IICD), a Dutch NGO.10 The round table identified areas of ICT interventions and 11 project proposals were generated. These projects helped to raise awareness of the benefits and the potential gains in adopting ICT in the education sector which in turn elevated ICT to a priority area in education planning.

1.5 Does ICT Influence Economic Development in Education in Tanzania? The answer of the above question is exactly yes. In fact, ICT has influence to economic and human development in Tanzania although at child level but still its contributions can be

observed and realized in some areas. ICT is now contributing a lot in eradicating extreme poverty and hunger, achieving better and improved education , promoting gender equality and empower women, reducing child mortality, improving maternal health, combating HIV/AIDS, malaria and other diseases, ensuring environmental sustainability and developing a global partnership for development. Although ICT is doing a lot on the areas foresaid, this paper is going just to present the contributions and influence of ICTs on education and will try also to focus on the relationship between those contributions and the economic and human development in Tanzania.

CHAPTER TWO ICTs INFLUENCE ON EDUCATION IN TANZANIA 2.1 ICTs influence on Education and Economic Development When going into the key areas of ICT applications, education is the first and best possibility to influence in development (Carlos Rodriguez C. 2006). Generally, ICTs is very applicable in Tanzanian Education something which in turn has human and economic development. ICTs is framed and applied as a potential tool in expanding educational opportunities in Tanzania i.e. ICTs is used to influence learning and delivery of education. ICTs is improving the quality of education to the extent that it makes easier to access vast amounts of information, facilitate presentation of materials using multimedia and collaboration with others to improve classroom experience and ultimately lead to improved cognitive skills. ICT is now facilitating expansion on reach of long distance learning allowing people to interact with education and learning; and allowing the accommodation of larger numbers of learners from virtually all places that can be reached by ICTs. For example, many people study in different universities inside and outside the country through long distance learning something facilitated by ICTs. In turn, these educated people get employed by government and non-government organizations leading to economic and human development through taxes, income generation, and even contribute various potential ideas to improve our Tanzania economic and human development.

ICT currently is ensuring timely, accurate and reliable information about education services throughout Tanzania. Today, the Tanzania Education Website is up and running and examinations results are now published online. For many people, this is a first incentive to go to an internet caf, as it saves them a trip to the nearest town where the examinations results are published. Secondary education results, Teachers education results, college and universities results are published online or in newspapers. Economically this has

contributions in the sense that, it saves the resource time, money for traveling and expenditures to the particular institution checking for examinations results. The spared time and money may instead be invested in other productive economic activities hence human and economic development. The Tanedu project received its first contract from SIDA, marking the first step towards sustainability of the project. The team spirit in Tanedu is high, and for many young people it has had a strong impact. More to say, applicants can currently apply admissions to various universities and educational loans and sponsorship through the internet wherever they are without going to the particular universities, loans and sponsorship individual/boards. The announcements of those admissions, loans and scholarships can even be easily got through ICTs systems including the media or internet. Economically, this reduces costs which would have incurred by the government, employees, and individuals especially if the applicants get the announced scholarships. Other costs which are cut down are like traveling costs to the particular institutions making applications, expenditures costs during traveling and save time as resource which in turn all these are economically viable. Almost all education institutions especially tertiary ones have adapted these ICTs in areas foresaid. ICTs provide children and adults with a basic education needed. Some Tanzanians are unable to attend school because of the lack of a school accessible to their homes or because books, school uniforms or tuition fees are a heavy burden. ICTs can help by providing alternative possibilities for basic education and information required through for example the television, radios on issues concerning healthy, among many. ICTs especially through televisions, radios, newspapers and internet, most of Tanzanians have been learned on many modern and advanced issues helpful and productive to human life. ICTs is now growing and becoming an arena which has a concrete and extra effort to compensate for the current situation regarding women. As a result, this leads to have educated women in Tanzania. These educated women are likely to have fewer children, get medical help sooner and provide better care, education and nutrition for their children. This reduces hunger, infant and maternal mortality, the spread of diseases, and environmental damage viable hence leading to human and economic development. Furthermore, ICTs saves time and cuts costs in teaching-learning process. From the little experience, there is now a connection of internet network systems through optic fibers carried out especially between the teachers colleges in Tanzania. This enables one tutor to address and teach the teacher students in all colleges in Tanzania at same time. The government is now working to install these particular networks from primary schools to tertiary institutions. This is proved from the president Dr. J. Kikwete he made when he visited to the Ministry of Education and Vocational Training on 17th March, 2011. Therefore instead of employing many teachers/lecturers of given subject/course for all institutions, only one teacher/lecturer can be employed and facilitates the learning-teaching process for all institutions by the use of ICTs. This also may solve the problem of teachers in Tanzania. All these in turn have economic and human development to our nation.

The elements of ICTs such as telephone and mobile telephony, radio, television, video, tele-text, voice information systems and fax, and computer mediated networks that link a personal computer to the Internet are helpful in influencing in Tanzania as indicated in the above paragraphs. These elements in turn provide employment and are also taxed by the government authorities. Employment and Taxes are important means for the economic and human development in Tanzania. The use of ICT to enhance the quality of teaching and learning is increasing day to day in Tanzania. Currently, teachers, trainers and educators at large are equipped not only with subject-specific expertise and effective teaching methodologies, but with the capacity to assist students to meet the demands of the emerging knowledge-based society. They have acquired familiarity with new forms of information and communication technology and now have the ability to use that technology to enhance the quality of teaching and learning. For example, they are using computers through power point, projectors, cassette and video tapes, whiteboards, televisions and radios presentations; all these are growing useful in Tanzania in the process of learning and teaching. In so doing, the country is benefiting in the sense that, the selling and buying of those equipment and tools contribute in providing employment and taxes hence influence economic and human development in Tanzania.

CHAPTER 3 CONCLUSION AND RECOMMNDATIONS Since ICT contributes a lot to education, economic and human development, it is very crucial to make effective use of ICT which requires additional complementary investments such as investment in teacher training and adaptation of the curriculum to accommodate the adoption of ICTs. Experience in other countries has shown that a major challenge here is in addressing the question of how ICT should be integrated and how classroom conduct could be changed to take full advantage of the new technology (Yusuf et al, 2003). Therefore, it is critical that such framing recognize these desired outcomes which are only plausible when ICT deployment is accompanied by concurrent public policies supporting equitable access to social institutions such as health care, education, government, and other benefits potentially available through the application of digital tools and telecommunications. ICT is an important tool but not a solution in itself for economic or social problems.

Topic Question: Does ICT-Influence Economic Development of Human Resources in Education in Tanzania?

Delete the words in 1.1 or modify them to fit in the conclusion and you may reorganize your work in the following manner. 1.1 Introduction or Introduction to ICT and Economic Development of Human Resources in Education 1.1.1 Meaning/conceptualization of ICT - Define ICT 1.1.2 Current ICT Situation in Tanzania

- Use ICT Policies (National ICT Policy & Educational ICT Policy) present in Tanzania to show that ICT is already applicable in Tanzania. However use any appropriate book or source to connect with your thought that ICT is still young. 1.1.3 Meaning of Economic and Human Resources Development 1.1.4 Explain also the fact that level of education of human resources is one of the indicators of economic development.

Relationship between ICT and Economic Development of Human Resources in Education use the fact that countries with progress in ICT development like China have also made significant progress in Human Resources Development specifically in Education to show the relationship. Resources Education in

2.0 Influence of ICT in Economic Development of Human Tanzania - This part is okay, except that you may bold the points 3.0 Conclusion and recommendations

- Okay. You may also wish to modify it by adding some of the words I have recommended to be deleted.

References
1. Khvilon, E., Patru, M., (2002) Information and Communication Technology in Education, UNESCO Division of Higher Education, Paris

World Factbook 2007. https://cia.gov/cia/publications/factbook/geos/tz.html 2. Ibid. 3. Tanzania Fact Sheet. Human Development Report 2006. http://hdr.undp.org/hdr2006/statistics/countries/country_fact_sheets/cty_fs_TZA.html 4. Ministry of Education and Vocational Training. http://www.moe.go.tz/ 5. Ministry of Education, Statistics, National. 2006. http://www.moe.go.tz/statistics.html. 6. Education and Training Policy. http://www.tanedu.org/edupolicy.pdf 7. Primary Education and Development Plan. http://www.moe.go.tz/pdf/PEDP.pdf 8. Secondary Education and Development Plan. http://www.moe.go.tz/pdf/SEDP %20FINAL.pdf 9. Draft Policy on ICT for Education 2006. Ministry of Education and Vocational Training. 10. Tanzanian education roundtable generates 11 project proposals. IICD. http://www.iicd.org/articles/IICDnews.import1803 11. Nills Jensen. ICT Integration in Tanzanias Secondary Education Policy http://www.digitallearning.in/octmag06/Action.asp 12. National ICT Policy. 2003. http://www.tcra.go.tz/Publications/Nationa%20ICT%20Policy%20of%202003.pdf 13. Tanzania Communications Regulatory Authority, Market Information. http://www.tcra.go.tz/Market%20information.htm 14. Senzige, J. and K. Sarukesi. An Approach to ICT Based School Education in Tanzania. 2003. The Institute of Finance Management, Tanzania. http://www.ssn.flinders.edu.au/global/afsaap/conferences/2003proceedings/senzige.PDF 15. ICT in Secondary Schools, The e-School Program. Presentation by C. Philemon et al. Rural Connectivity Workshop, Dar es Salaam, May 2006. 1 Ministry of Education. http://www.moe.go.tz/ICT4E/ICT4E.html 2 WaKute. http://www.teachers.or.tz/